The aim of this study was to investigate second-grade elementary school students' performance related to their counting skills, place value understanding, and addition operation in natural numbers. A total of 205 second-grade elementary school students from Turkey participated in this study. The data were collected through a 'Personal Information…

How do children develop associations among number symbols? For Grade 1 children (n = 66, M = 78 months), sequence knowledge (i.e., identify missing numbers) and number comparison (i.e., choose larger number) predicted addition, both concurrently and indirectly at the end of Grade 1. Number ordering (i.e., touch numbers in order) did not predict…

Introducing the distributivity property of multiplication over addition is a well-known challenge in mathematics education, especially in primary school. As a contribution, this paper presents the results of a cycle of design research that focuses on the design, implementation and evaluation of a modelling activity in which 2nd-grade students are…

This study aims to examine the differences in numerosity estimation on a right-to-left number line between second- to fourth-grade students and undergraduate students, together with whether number-line estimation is related to basic arithmetic tasks (addition and subtraction). Hence, 53 Arabic-speaking children and 63 Arabic-speaking adults…

Overall mathematics proficiency of fourth graders in the U.S. continues to be poor and students falling at or below the 25th percentile display declining performance (NCES, 2017), which suggests the need for schools to provide supplemental intervention supports as soon as skill gaps are observed. Unfortunately, there is a paucity of small group…

In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All…

A robust understanding of place value is essential. Using a problem-based approach set within meaningful contexts, students' attention may be drawn to the multiplicative structure of place value. By using quotitive division problems through a concrete-representational-abstract lesson structure, this study showed a powerful strengthening of Year 3…

Algorithms and representations have been an important aspect of the work of mathematics, especially for understanding concepts and communicating ideas about concepts and mathematical relationships. They have played a key role in various mathematics standards documents, including the Common Core State Standards for Mathematics. However, there have…

Using a randomized placebo controlled design, we examined the direct and follow-up effects (at 6 and 12 months) of a mathematics tablet intervention. Math training focused primarily on basic arithmetic (addition and subtraction facts up to 12), and secondarily on number knowledge and word problems. We investigated the moderating effects of IQ and…

The Common Core State Standards for Mathematics (CCSSI 2010) expect second grade students to "fluently add and subtract within 20 using mental strategies" (2.OA.B.2). Most children begin with number word sequences and counting approximations and then develop greater skill with counting. But do all teachers really understand how this…

Recent studies showed that kindergarten children solve addition, subtraction, doubling and halving problems using the core system for the approximate representation of numerical magnitude. In Study 1, 34 first-grade students in their first week of schooling solved approximate arithmetic problems in a number range up to 100 regarding all four basic…

This paper highlights the Indonesian's road transportation contexts, namely, angkot, that used in learning and teaching of addition and subtraction in first grade and second grade MIN-2 Palembang. PMRI approach that adopt from RME [Realistic Mathematics Education] was used in this design research. From teaching experiment was founded that the…

Second and third graders from six Dutch elementary schools (N = 168) solved two sets of almost identical addition and subtraction sums at a two-week interval. Inconsistency in strategies, which characterized half the subjects, was related to unfamiliar sums and resulted in misinterpreted errors. (TJH)

Coordinates anthropological and cognitive perspectives on one child's learning of the standard addition algorithm in second and third grade. Analysis showed that the student abandoned his self-generated computational algorithms in favor of less understood conventional procedures. (25 references) (Author/MKR)

Discusses ways to incorporate language into the teaching of mathematics and involve students more fully in mathematical processes. Describes classroom teaching practice with and without writing. Lists 11 references. (YP)